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The purpose of this paper is to present a literature review of research on board size, structure, and independence. The paper also reviews research on director voting, and discusses recent work on “busy” directors and board diversity.

The authors limited the review to a focused set of research areas.

The authors summarize the research on boards of directors and note that research on this important topic should continue.

This review is intended to summarize the literature on boards of directors.

Jacqueline Bouvier Kennedy and Michelle Robinson Obama are two First Ladies of the United States whose racial-ethnic, personal, and family characteristics made them the objects of inordinate public fascination. Using Patricia Hill Collins's concept, the “outsider within,” this chapter explores Kennedy and Obama's emergence as cultural icons and their marginal relationship with the white Protestant American governing class. As wives of presidents and specific to her generation, each woman brought superior professional credentials to their public roles. As cultural icons who differ from the white racial frame, they are subjected to excessive media scrutiny, evaluation, and supervision. Both women exercise cultural agency from their positions as cultural icons, particularly utilizing ceremonial activities and the power of the White House to oppose cultural erasure and exclusion of minority groups and to provide models of social inclusion. Analysis of their roles highlights the continuing importance of wives to the acquisition and maintenance of power and to the role of elites in offering models of social justice.

Purpose – This chapter discusses youth participation in a Social Justice Literacy Workshop (SJLW). Participants were predominantly Black youth residing in an urban community with a rich history and important community resources such as libraries and churches. The SJLW used a variety of print texts, videos, artwork, documents, and other texts to explore the topic of police brutality and other justice-related topics.

Design/Methodology/Approach – This chapter uses the gradual release of responsibility (GRR) model as a lens to revisit the SJLW as designed and implemented by the first author Tiffany Nyachae. Nyachae designed and implemented the SJLW as space to inspire students to engage in critical thinking and analysis of authentic texts, and to use these textual interactions as an impetus for activism in their community. With the help of her co-authors, Nyachae reflects on the SJLW through a GRR lens to describe how students were scaffolded and supported as they moved toward activism.

Findings – Students brought their own understandings of police brutality and awareness of activism to the SJLW. These prior understandings were shaped both by their own lived experiences but also by their awareness of and interaction with social media. During the SJLW, youth read and discussed the novels All American Boys by Jason Reynolds and Brendan Kiely (2015) and Hush by Jacqueline Woodson (2002). The youth engaged in activities and discussions about how prevalent issues in each novel connected to larger social and political concerns. Students discussed the current events, engaged in reflective writing, read short pieces, and analyzed documents and videos. The SJLW was successful in such a way that all students felt comfortable voicing their opinions, even when opinions differed from their peers. Students demonstrated critical thinking about issues related to justice. All students completed an action plan to address injustice in their community. While applying the GRR to this context and reflecting, first author Nyachae began to consider the other scaffolds for youth that could have been included, particularly one youth, JaQuan, who was skeptical about what his community had done to support him. Nyachae revisits the SJLW to consider how the GRR helped to reveal the need for additional scaffolding that JaQuan or other youth may have needed from leaders in the SJLW. A literature review also revealed that very few literacy practices have brought together the GRR and social justice teaching or learning.

Research Limitations/Implications – This chapter demonstrates that the GRR framework can be effectively applied to a justice-centered teaching and learning context as a reflective tool. Since very little research exists on using the GRR framework with justice-centered teaching, there is a need for additional research in this area as the GRR model offers many affordances for researchers and teachers. There is also a need for literacy researchers to consider elements of justice even when applying the GRR framework to any classroom or out-of-school context with children and youth.

Practical Implications – The GRR can be a useful tool for reflecting the practices of literacy and justice-centered teaching. Just as the GRR can be a useful framework to help teachers think about teaching reading comprehension, it can be an effective tool to help teachers think about supporting students to grow from awareness to activism in justice-centered teaching and learning.

Originality/Value of Paper – This chapter is one of only a handful of published works that brings together a social justice perspective with the GRR.

The importance of providing information, support and interventions for family members and carers of people who have severe mental illness (SMI) has garnered increasing attention in recent years. However, research to date has primarily focused on parents; the purpose of this paper is to review the literature investigating the experiences of siblings of individuals who have SMI.

A literature review was undertaken to summarise the empirical data regarding the experiences and needs of siblings, and their potential contribution to supporting their siblings’ recovery journey.

Sibling views, experiences and needs have thus far been little explored. Yet siblings often make significant contributions to their brother's/sister's care and social and emotional well-being, and their support can positively shape the recovery trajectory. This review finds that siblings require information and support for two reasons: to maintain their own well-being, and to be able to best support their sibling with SMI and the family as a whole. Several implications for clinical practice, workforce development and research are outlined.

This paper provides a timely review of the literature to enhance awareness of the needs and experiences of siblings for health and social care professionals. Examples of good practice are proposed for statutory and voluntary service settings.

The purpose of the study was to provide greater understanding of the policing recruitment crisis by exploring if and how recruit decisions to become an officer were influenced by negative media publicity, As police recruits are a viable source for recruitment data.

Basic law enforcement (BLE) candidates attending a southeastern state police academy were surveyed (N = 395) on perceptions of danger and current officer motivation (i.e. the “Ferguson Effect”), as well as motivation variables for entering police work.

Results found little to no influence of negative media on decisions and career motivations, despite respondents acknowledging agreement to Ferguson Effect variables.

Findings suggest negative media publicity was not a contributing factor for the studied sample; however, further recruit-based research is advocated to understand contemporary law enforcement recruitment strategies.

As police organizations continue to face difficulty in hiring and retaining qualified candidates, understanding the next generation of officers has never been more crucial. This study provides a model for police organizations to incorporate recruit data into evidence-based procedures.

As findings suggest the acknowledgment of Ferguson Effect variables to be present, social implications include the possible long-term impacts of these perceptions on officer career progression and the police culture.

At the time of this study, no known work has examined police recruit motivations against the backdrop of negative media. This study is the first known research to explore the potential impact of Ferguson Effect variables on police academy recruits in the United States.

This chapter conceptualizes computational methods across three related, yet distinct approaches: (1) Social Simulation, (2) Data Science, and (3) Big Data. Group communication research is then situated and reviewed along these three lines of research. Although some areas have considerable visibility (e.g., network analysis, text mining), some areas are less visible in group communication research (e.g., Social Simulation, Big Data designs). The chapter concludes with suggestions for issues regarding reliability, validity, and ethics.

Against the background of two decades of debates about responsible behaviour in cyberspace, this paper aims to examine the contributions of non-state actors to processes of cybersecurity norm-making. Specifically, it intends to dissect and critically appraise the work of the Global Commission on the Stability of Cyberspace (GCSC), a multistakeholder consortium composed of 28 regionally-diverse scholars, CEOs and (former) policymakers. Inaugurated at the margins of the 2017 Munich Security Conference, the GCSC has been fairly active with regard to developing proposals for norms and policies to enhance international security and stability and guiding responsible conduct in the virtual realm.

With a view to engaging in a differentiated analysis of the Commission’s activities, this paper asks: How do non-state actors such as the GCSC contribute to processes of cybersecurity norm-making, i.e. what are their roles and responsibilities, and how effective is their engagement? Since the end of the Cold War, non- state actors have become an issue of great interest to scholars of International Relations and International Law. However, in the context of cybersecurity, their normative engagement has not been scrutinised extensively. This paper seeks to address this gap.

Based on a review of secondary literature and case materials, this paper finds that, within a relatively short period of time, the GCSC has managed to exert discernible discursive and political influence over discussions on responsible behaviour in cyberspace and deserves recognition as a shaper of transnational cybersecurity governance. However, while fairly successful across the dimensions of output and outcome, the Commission has struggled to effect far-reaching systemic change (impact).

In light of significant contestation and fleeting governmental appetite for enacting red lines in the virtual realm, this paper seeks to critically appraise the contributions of non-state actors to processes of cybersecurity norm-making. The motivation to do so stems from two sources: empirical observations that non-state protagonists have become more involved in issues concerning responsible conduct in cyberspace, and realisations that, so far, academic research has offered little examination of their ideational engagement. Exploring the case of the GCSC, this paper argues that non-state actors have to be taken seriously as normative change agents in cybersecurity governance-related contexts.

Defined as perceiving the past via the lens of former peoples, historical empathy engenders rich cognitive and affective understandings. Drawing on Ricoeur's hermeneutics (1981, 2004), this paper departs from previous work on historical empathy by conceiving empathy as dialogically mediated by sociocultural and narrative perceptions.

This hermeneutic phenomenology explores eight adolescents' engagements with primary sources from the Second World War.

This study reveals the power of empathy to draw the students into the past and to investigate sources. Alternately, the students struggled with fanciful elaborations and overidentifications with historical figures.

Cultivating wise judgments begins with accepting the inherent link between students' historicity and historical empathy and then teaching students to wisely interpret.

This study broadens historical empathy's framework to include Ricoeur's hermeneutic philosophies of narrative and history.

Working at the University of Liverpool alongside Julia Hallam and Lisa Shaw, and in the Department of Music, are Sara Cohen and Jacqueline Waldock. Both Sara and Jacky have led projects that engage with and support local organizations and communities, and examine music from the perspective of those involved. In fact, it was their shared interest in how ‘ordinary’ people engage with and experience music in everyday life that prompted them to join forces in 2014, and start working together on community engagement projects. At the same time, they have brought to these projects their own individual research interests and expertise. In this chapter, we discuss their recent collaboration on a project that explores the use of music to improve the wellbeing of older people in the UK, including people living with a dementia-related cognitive impairment and in nursing homes and health-care settings, and those who live independently but are cared for at day-care centres run by voluntary and community-based organizations. We situate this project within a selection of UK music initiatives or ‘interventions’ aimed at helping those living with dementia and age-related memory loss, and outline how specific projects informed our own approach and work.